Portfolios allow students to collaborate, reflect on their work, and showcase their learning. Google Docs provides tools to develop e-portfolios that foster collaboration through shared documents, comments, and revision histories. Students can include various media like videos, images, and maps to tell the story of their learning. Teachers can use portfolios for formative and summative assessment by having students reflect on artifacts and receiving feedback through comments in Google Docs.

1. Portfolio Assessment:
Collaboration and Showcasing
Student Work Using Google
Ravenscroft and Carmen James @2Revoltions

2. “A link to the design of core academic
experience becomes clear: any
genuine learning has to involve
perspective on what is learned, not an
authoritative march through Official
Knowledge[...]”
-Grant Wiggins
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3. Agenda and Key Question
Agenda: Review e-portfolios, Discuss collaboration with Google
Docs, Engage in brief group activity, Discuss show casing student
work.
About Me: PhD Candidate with a Masters in Education, in my first
year working at 2Revolutions. Previously taught Kindergarten, 1st,
5th and 12th graders along with Masters students at Teachers
College, Columbia U. Worked with IDEO and Riverdale Country
Day School to leverage design thinking for teachers. Worked on
innovative practices with museums in the US and Latin America.
Key Question: What are the key questions for you about eportfolios? What is the purpose? What are we trying to achieve
and how?
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4. Purpose
- E-Portfolios foster collaboration and support formative daily
assessment by providing spaces to collaborate in and with and
artifacts for assessment.
- E-Portfolios build inquiry, critical thinking and
deep, personalized learning.
- E-Portfolios are mixed media, and teach students digital
branding as they showcase their work.
E-Portfolios are not the aim, they are a technology tool--the aim is
fostering reflection, constructing deep learning and enabling
interactivity.
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6. Overview of Portfolio Assessment (with Google Docs)
1. Purpose. Decide on the purpose for the portfolio. What are you trying to show with
this portfolio? Are there outcomes, goals, or standards that are being demonstrated with
this portfolio?
2. Collection/Classification. What artifacts will you include in your portfolio? How will you
classify these entries?
3. Reflection. Reflection is the heart and soul of a portfolio. Reflection provides the
rationale for why these artifacts represent achievement of a particular outcome, goal or
standard. Blog entries provide an opportunity for reflection "in the present tense" or
"reflection in action.”
4. Connection/Interaction/Dialogue/Feedback. This stage provides an opportunity for
interaction and feedback on the work posted in the portfolio. This is where the power of
Web 2.0 interactive tools becomes apparent.
5. Summative Reflection/Selection/Evaluation. At the end of a course (or
program), students would write a reflection that looks back over the course (or program)
and provides a meta-analysis of the learning experience as represented in the
reflections stored in the blog/journal entries.
6. Presentation/Publishing. The portfolio developer decides what parts of the portfolio
are to be made public.
(copied from Helen Barrett’s work)
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7. Let’s Explore an Example
https://sites.google.com/a/brvgs.k12.va.us/minnickinternship/Home
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8. Activity~5 minutes
Take a look at this picture. Have
your partner ask you the following
questions:
•What’s going on in this
picture?
•What do you see that
makes you say that?
•What more can you
say?
Now switch and ask your partner the
questions.
Reflect together on what you learned
by asking those three questions and
hearing your partner’s responses.
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9. Activity
Follow-up: A teacher could ask students to write a
paragraph demonstrating deep thinking about the
painting. They could divide the response into 1) initial
thoughts 2) partner’s thoughts 3) synthesis of ideas and
thoughts on the journey of understanding. This response
would then be assessed by the teacher that day to guide
further discussion about art work the next day. These
pieces would be the stepping stones for a final paper on
Art Theory…
… one of many possibilities. The key is experience+
reflection piece + time bound assessment = development
of a final piece to show case
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10. QUOTE
The e-portfolio is the central
and common point for the student
experience… It is a reflection of the
student as a person undergoing
continuous personal development,
not just a store of evidence.
-Geoff Rebbeck, e-Learning Coordinator, Thanet College, quoted in
JISC, 2008, Effective Practice with e-Portfolios

11. How Can Google Docs do all this?
Google Docs
provides a great
toolset for developing
and storing word
processing, presentati
on and spreadsheet
documents; share
with others for
collaborative editing
and feedback
• Revision
History, Comment
Feature, Google
Drive Storage
Feature
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12. Using Google Docs for Collaboration
• YouTube and Picasa can be used to store videos and
collections of images.
• Google Maps can hold images, comments and videos and link
to blogs.
• Attachments of other file types can be added to Google Sites
(copied from Helen Barrett’s work)
• Google Hangouts are ways to have conversations while
displaying information—all the work on Google Hangouts can
be re-corded and re-visited .
• Students can keep reflective journals or blogs on Google to
track their thinking.
• Students can peer review with the Comment function.
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13. Learn Through Dialogue: Power of Google Comments
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14. Example Use 1: Blogs and Journals
... ejournals provide a point of engagement for students in their work. (Crichton and Kopp (2008)
from the University of Calgary say)
The Blue School in New York does daily journaling and
this is a great way to build metacognition in students.
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15. Example Use 2: Collaborative Work and Assessment
A recent Edutopia articles cites three frameworks for evaluating
student group work using the artifacts gathered in digital portfolio
work.
• Individual Skill Based Assessment
• Role-Based Assessment: assign students roles in a group
and evaluate them based on how they perform that role.
• Weighted Peer Assessment: Evaluate students based on the
comments of their peers (inserted via Google comment)
throughout the doc or presentation.
Copied from Edutopia
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16. Example Use 3: Google Docs And Exit Tickets
The GoogleDocs Form can be used to collect information from a
poll and display it immediately.
1. Provide Students with immediate feedback (and visually
display it before them)
2. Gauge student understanding
3.Give students a chance to voice opinions. (Copied from Cool
Tools)
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18. Example Use 4: Texting Feedback and Google Docs
Cell phone texting and displaying in Google doc to
collaborate: Let’s watch this video:
https://www.teachingchannel.org/videos/texting-to-assesslearning
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19. Showcasing Work
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20. Showcasing
In final presentations of work
highlight the ways students worked
with mixed media and
technology, collaborated, reflected
and self-assessed.
Ask students to create
a website featuring the
highlights of their work
from the past year.
Ask students at the end
of each semester to
add
video, text, photos, sum
maries of the work and
accomplishment they
are most proud of.
Asses their choices.
Hold yearly
Student-led
Parent Teacher
Conferences.
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21. More Resources
The E-portfolio Paradigm: Informing,
Educating, Assessing, and Managing with Eportfolios (Google eBook)
Edudemic E-Portfolio on Ipad with Google
Google on E-Portfolio
Helen Barret: Assessment/ Showcase with
Google E-Portfolio
Professional Learning Communities article.
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